Procedures:
Prewriting or building background would entail reminding students that the writer of a detective story has to work backwards. He or she must have characters and a plot that has some twists in it if it is to be interesting. The teacher should have a plan for a story somewhat developed in his/her head before starting this activity—that way the teacher can help things along if the group is unable to get started. In this case I am giving students the crime—missing lunches—and then I am giving them two students, the class, and a couple of facts about each. We will use these facts to build our story.

First, I need to decide on a narrator. For this story I would tell the students that I am going to have a student who loves to solve problems as the main character. Her name will be Margie. You and I will be the narrator and tell how she solves the crime.

Our clues might include the fact that the crime always takes place while students are at recess and that the lunch bag is usually found near the coat rack, only missing vegetables like carrots or celery sticks. Since everyone knows that rabbits and hamsters eat vegetables the obvious first choice would be Jason. He not only owns these pets but he is of dubious character. We will lead the reader astray by showing the obvious person as the suspect. To add the needed twist to the plot, perhaps in questioning him Margie finds out that his mother works in a food store and brings home leftover carrots and lettuce for his pets. His motive is thereby destroyed.

We would now have to find a less obvious solution. In the end we could find Alice, who loves vegetables. She confesses when the girls set a trap for her. She is only stealing vegetables, which she loves, because she is hungry. She would never really steal anyone’s entire lunch. Bullies are taking her lunch. She is afraid to squeal and so she takes the part of the lunches she knows the other kids don’t like. The problem is solved when the girls tell the story to their teacher and the bullies are apprehended.

After doing a kind of graphic display of the plot the teacher would lead the class through the drafting, responding and revising, and final publishing of the story. Students then could try another story on their own or in a cooperative group situation.

Lesson Plan # 2. Math—You Have the Answers Now What Were the Questions?

Working backwards, which has already been shown to be a strategy used by the detective writer, is also pertinent to the solving of some types of math problems.

Objective:
Students will be given information and a group of numbers. They will work backwards to write the question that could go with the numerical answers.

Materials:
In this activity the class is given a sheet on which information is written such as:

There are 20 students in Ms. Anderson’s class. 9 have chocolate milk for lunch. Mr. Jones has 5 fewer students in his class. 7 of them have chocolate milk.

Procedures:
Students are asked to read the information. Then they are told to look at the numbers listed below and write a question about the information that these numbers solve. Possible answer-questions are shown in italics:

15 How many Students are in Mr. Jones’ class?

5 How many more students are there in Ms. Anderson’s class?

35 How many students are in both classes altogether?

16 How many students had chocolate milk?

19 How many students didn’t have chocolate milk?

Lesson Plan #3. Science—Fingerprinting

Children will be fascinated to learn that a person’s fingerprints are unique. Even twins do not possess the same pattern of swirls and ridges. Students can research information about the history of fingerprinting and how it has become such an important tool for law enforcement.

Objective:
Students will learn about the uniqueness of fingerprints and have experience trying to collect samples off of classroom objects.

Materials:
baby powder, transparent tape, a black sheet of construction paper for each child, tissues, a large soft paint brush, magnifying glass (optional), and an object with fingerprints on it.

Procedures:

1. Student will brush some powder on the surface where there is a fingerprint.

2. Student will lightly brush away the powder to reveal the fingerprint.

3. Then the student uses a piece of tape to cover the fingerprint. Picking the tape up quickly will transfer the print.

4. The student can then put the tape on the black paper so it will be easier to see.

5. Students can then use the magnifying glass to examine the ridges within the print.

6. Students may make a class booklet containing each other’s fingerprints.

Lesson Plan #4 Reading—Finding solutions to short mystery stories

Objectives:
To practice solving short detective stories using story and picture clues. To list reasons for conclusions in personal journal.

Materials:
Copies of “50 Mysteries I Can Solve” by Susannah Brin and Nancy Sundquist. These are short works that challenge students to use picture and story clues to solve a mystery. A copy can be made and given to each child. Teachers may want to do this first as a small group activity until children gain some confidence.

Procedure:

1. Tell students that they will get a chance to solve a mystery on their own.

2. Have them take out their writing journals.

3. Distribute copies of “The Chocolate Chip Cookie Maker.” Students are not to begin reading until they are given a signal to begin.

4. Students should be told to read and use clues in the story and illustration to solve the crime.

5. When they have a solution they are not to tell anyone else. They should write their solution in their journals with an explanation of why they think their solution is correct. In doing this they should list any clues that helped them.

6. After the class has completed the assignment solutions and the reasons behind them should be shared.